State/GSE's:
PS1 - All living and nonliving things are composed of matter having characteristics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50min
Students will participate in an activity to measure the viscosity of different liquids (how different liquids flow at different rates).
Opportunities to Learn:
Depth of Knowledge:
Level 1&2. Using what students have learned they will predict results of the lab. Students will measure viscosity.
Prerequisite Knowledge:
Students will need to know the definition of viscosity and how it relates to liquids.
Plans for Differentiating Instruction:
"A" group will work with partners, "B" group will participate in the lab as a class. There is evidence that doing lab activities as demos is not as effective as doing them as labs. Does group B ever get to work with partners? Why not? Aren't you afraid your students might resent being "babied" and misbehave more?
Accommodations and modifications:
Lab sheet will be given with specific instructions. Teacher can use microphone to assist hearing impaired students with lab. Steps of the lab can occur at different times if students prefer. Graph paper will be provided. Assistance will be provided by teacher. More time will be given if needed. Any food allergies have to be known.
Where is the lab sheet?
What instructions will you provide?
Environmental factors:
Safe laboratory practice.
Materials:
graph paper, graduated cylinders, 3 (or more) different liquids, marbles, stop watch, lab sheet You need to be more specific. What liquids will you use? What size graduated cylinders?
Objectives:
Students will measure viscosity of different liquids and compare them using a graph. Nicely worded objective.
Instruction:
Opening:
Teacher opens lesson with the list of viscous (sic) liquids that students came up with in the prior class. Teacher displays some examples on board of viscous liquids and non-viscous liquids using what the pairs of students handed in last class.
Teacher gives instruction for lab "Let's Race" with lab sheet.
Where is the lab sheet?
What instructions will you provide?
Will you model the procedure?
Engagement:
Students participate in lab "Let's Race",(let's race) noting the time it takes for the marbles (sic) to drop in different liquids. Students fill out lab sheet and design a graph plotting time vs. liquid. Complete lab sheet.
Will you have your students design their procedure to make sure the tests are fair? This lab has the potential to be messy. How will you make sure no one gets oil or other substance on their clothes?
Closure:
Students share observations from "Let's Race". Lab sheet is handed in at end of class.
What will you do to make sure that your students "get viscosity" from doing this lab? Will you ask the to define viscosity and give examples? Will you show them different motor oil containers and ask them why different vehicles might need different oils?
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 5 Viscosity "Let's Race"State Standards: GLEs/GSEs:
State/GSE's:PS1 - All living and nonliving things are composed of matter having characteristics [properties] that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50minStudents will participate in an activity to measure the viscosity of different liquids (how different liquids flow at different rates).
Opportunities to Learn:
Depth of Knowledge:
Level 1&2. Using what students have learned they will predict results of the lab. Students will measure viscosity.Prerequisite Knowledge:
Students will need to know the definition of viscosity and how it relates to liquids.Plans for Differentiating Instruction:
"A" group will work with partners, "B" group will participate in the lab as a class. There is evidence that doing lab activities as demos is not as effective as doing them as labs. Does group B ever get to work with partners? Why not? Aren't you afraid your students might resent being "babied" and misbehave more?Accommodations and modifications:
Lab sheet will be given with specific instructions. Teacher can use microphone to assist hearing impaired students with lab. Steps of the lab can occur at different times if students prefer. Graph paper will be provided. Assistance will be provided by teacher. More time will be given if needed. Any food allergies have to be known.Where is the lab sheet?
What instructions will you provide?
Environmental factors:
Safe laboratory practice.Materials:
graph paper, graduated cylinders, 3 (or more) different liquids, marbles, stop watch, lab sheet You need to be more specific. What liquids will you use? What size graduated cylinders?Objectives:
Students will measure viscosity of different liquids and compare them using a graph. Nicely worded objective.Instruction:
Opening:
Teacher opens lesson with the list of viscous (sic) liquids that students came up with in the prior class. Teacher displays some examples on board of viscous liquids and non-viscous liquids using what the pairs of students handed in last class.Teacher gives instruction for lab "Let's Race" with lab sheet.
Where is the lab sheet?
What instructions will you provide?
Will you model the procedure?
Engagement:
Students participate in lab "Let's Race",(let's race) noting the time it takes for the marbles (sic) to drop in different liquids. Students fill out lab sheet and design a graph plotting time vs. liquid. Complete lab sheet.Will you have your students design their procedure to make sure the tests are fair?
This lab has the potential to be messy. How will you make sure no one gets oil or other substance on their clothes?
Closure:
Students share observations from "Let's Race". Lab sheet is handed in at end of class.What will you do to make sure that your students "get viscosity" from doing this lab? Will you ask the to define viscosity and give examples? Will you show them different motor oil containers and ask them why different vehicles might need different oils?
Assessment:
Lab sheet and graph.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: